Qualification: FETC Stage 1 Level 4 (old NQF)
| DTLLS Part One Level 4 | ||||
|---|---|---|---|---|
| Unit title | Preparing to Teach in the Lifelong Learning Sector | Planning and Enabling Learning | Enabling Learning and Assessment | Theories and Principles for Planning and Enabling Learning |
| PTLLS | P&E | EL&A | TPP&EL | |
| Credit Value | 6 | 9 | 15 | 15 |
| Coverage | Full | Part | None | None |
Coverage
Part: There is insufficient coverage of the learning outcomes and assessment criteria of this unit. Awarding institutions may be prepared to accept additional evidence to ensure sufficiency of coverage.
What the Full or Part Tariff does not cover - The Full or Part Tariff does not mean that the requirements for teaching practice, and where relevant, assessed teaching observations have been met. Where these requirements have not been met this will be addressed by awarding institutions or other relevant bodies. CTLLS also requires completion of a 6 credit Optional Unit
There may be further information on the relevant coverage page.
Guidance on TOP UP, APEL or CPD
Describe and evaluate different methods of initial assessment with learners and the role of initial assessment in the learning and teaching process
Evaluate ways of planning, negotiating and recording appropriate learning goals with learners
Evaluate own communication skills, identifying way sin which these could be improved including an analysis of how barriers to effective communication might be overcome
Changes over time
- Analyse the role of initial assessment in the learning and teaching process.
- Describe and evaluate different methods of initial assessment for use with learners.
- Evaluate ways of planning, negotiating and recording appropriate learning goals with learners.
- Analyse ways in which session plans can be adapted to the individual needs of learners.
- Analyse the strengths and limitations of a range of resources, including new and emerging technologies, showing how these resources can be used to promote equality, support diversity and contribute to effective learning.
- Identify literacy, language, numeracy and ICT skills which are integral to own specialist area, reviewing how they support learner achievement.
- Identify and liaise with appropriate and relevant parties to effectively meet the needs of learners
- Apply minimum core specifications in literacy to improve own practice.
- Apply minimum core specifications in language to improve own practice.
- Apply minimum core specifications in mathematics to improve own practice.
- Apply minimum core specifications in ICT user skills to improve own practice.
Classes of Qualification
For the period 2001-2007 the Tariff relates to classes of legacy qualifications. They are mapped to the units of assessment in the New overarching professional standards for teachers, tutors and trainers. The Tariff does not map individually named qualifications from specific Awarding Institutions, unless specifically identified as such. Consequently any legacy qualification may go beyond the Tariff. However it is the responsibility of the Awarding Institution (HEIs and NABs) to justify and declare where their students should enter a post September 2007 programme in terms of advanced standing, or any Accreditation of Prior Achievement (APA) from legacy qualifications from that same awarding institution. The Tariff provides consistency of treatment for those students moving between awarding institutions.
